{"title":"AZERBAIJANI ADAPTATION OF THE PERCEIVED SCHOOL EXPERIENCE SCALE: EXAMINING ITS IMPACT ON PSYCHOLOGICAL DISTRESS AND SCHOOL SATISFACTION","authors":"E. Rustamov, Ulkar Zalova Nuriyeva, Malak Allahverdiyeva, Tahmasib Abbasov, Narinj Rustamova","doi":"10.33225/pec/23.81.869","DOIUrl":"https://doi.org/10.33225/pec/23.81.869","url":null,"abstract":"School experience holds significant importance in the realm of educational environments in the 21st century. Thus, the aim of this study was to adapt the Perceived School Experience Scale for application among Azerbaijani adolescents and examine the interconnections between school experience, psychological distress, and school satisfaction. Data were collected from 1095 Azerbaijani adolescents (635 female and 456 male). Throughout the adaptation process, confirmatory factor analysis, assessments of criterion-related validity, and reliability were conducted. Additionally, the associations between school experience, psychological distress, and school satisfaction were explored through mediational analysis. The results from the confirmatory factor analysis demonstrated that the questionnaire encompassed 14 items, featured three school-related protective factors, and displayed an acceptable fit. The scale has been found to have satisfactory reliability coefficients for both its factors and the overall score. Furthermore, the findings established that school experience exhibited positive correlations with school satisfaction while demonstrating negative associations with psychological distress. Finally, the results unveiled that psychological distress played a mediating role in influencing school satisfaction through the pathways of school experience. These findings collectively suggest that the Azerbaijani version of the Perceived School Experience Scale boasts commendable psychometric properties. Keywords: school experience, school satisfaction, psychological distress, scale adaptation","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"65 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EVALUATION OF INFORMATION TECHNOLOGY CURRICULUM FRAMEWORK THROUGH CONTEXT-INPUT-PROCESS-PRODUCT MODEL","authors":"B. Duman, Turan Konuk","doi":"10.33225/pec/23.81.789","DOIUrl":"https://doi.org/10.33225/pec/23.81.789","url":null,"abstract":"Information technologies represent the main fields in vocational and technical education systems. Since the curricula of this field are technology-based, they need to be assessed and updated at shorter intervals compared to other curricula. Therefore, this study aimed to assess the framework curriculum in the field of Information Technologies in Turkey. The research was carried out based on a qualitative approach. The research design is a case study. The sample of the study was determined via maximum variation sampling. The sample determined for the study consists of Information Technology teachers working in vocational and technical upper-secondary schools in different provinces of Turkey. A semi-structured interview form was employed as a data collection tool. It has been found that the outcomes in the curriculum framework tend to be consistent, but they are above the student level. Timeliness, simplicity, and the availability of printed books are among the strengths of the curriculum framework. Insufficient physical conditions and lack of materials and equipment are among the aspects of the curriculum framework that need to be improved. Students' low level of readiness is stated as one of the main challenges in implementing the curriculum framework. Teachers have provided suggestions such as admitting students to vocational and technical upper secondary schools via exams, offering financial resources, establishing IT upper secondary schools, and transforming vocational upper secondary schools into project schools for an effective curriculum framework. Keywords: information technology, curriculum framework, CIPP model, qualitative approach.","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"112 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"THE IMPACT OF A FORMATIVE ASSESSMENT-BASED INQUIRY MODEL ON SCIENCE STUDENT UNDERSTANDING AND EXPLANATIONS OF CHEMICAL AND PHYSICAL CHANGES","authors":"Saeed Almuntasheri","doi":"10.33225/pec/23.81.729","DOIUrl":"https://doi.org/10.33225/pec/23.81.729","url":null,"abstract":"In the context of inquiry-based learning, it is widely acknowledged that fostering teachers' skills in formative assessment is vital for enhancing student learning. This study examined the impact of a formative assessment-based inquiry model on science student understanding and explanations. A quasi-experimental approach that adopts the design of two groups was used. The study sample included 62 science students enrolled in the 10th grade in Saudi Arabia who were randomly assigned to an experimental group (n = 31) or a control group (n = 31). The experimental group was taught by teachers who were engaged in professional development that embedded formative assessment into teaching 5Es inquiry learning while the control group was taught conventionally. Pre- and posttests that consisted of two sections: multiple-choice (20 questions with four alternative answers) and five open-ended questions were given to the two groups. Independent sample t-tests were performed to assess the students’ understanding and explanations of physical and chemical changes. Posttest results show that students in the experimental group significantly outperformed their peers in the control group in the multiple choice and the open-ended questions. The study findings suggest the significance of integrating formative assessment with inquiry-based learning to support teachers in exploring prior knowledge and promoting learners' diverse responses. Further research should study factors that impact teachers' actions to challenge learners' thinking and encourage their inquiry to address their inconsistent views and explanations. Keywords: formative assessment, inquiry-based learning, student understanding, student explanations","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"34 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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